Early postsecondary opportunities (EPSOs) provide more than 5.5 million secondary learners annually an intentionally designed authentic postsecondary experience (such as dual or concurrent enrollment) leading to college credit that counts toward a recognized postsecondary degree or credential. Career Technical Education (CTE) courses make up approximately one-third of all EPSO enrollments and are a critical component of a high-quality CTE program of study, bridging secondary and postsecondary learning. Advance CTE's vision, Without Limits: A Shared Vision for the Future of CTE, calls on states to ensure that each learner's skills are counted, valued and portable. At the state level, systems are needed to translate competencies and credentials into portable credit. One key way to accomplish this goal is to expand, simplify and standardize early postsecondary credit, articulation and transfer policies to better facilitate high-quality EPSOs for every learner. To this end, Advance CTE, in partnership with the College in High School Alliance, surveyed State CTE Directors to better understand state policies that support EPSOs in CTE. This report reveals key findings from the survey data and highlights examples of promising practices and opportunities to improve the quality of CTE EPSO programs and expand equitable access to and success in EPSO programs for historically marginalized learner populations. [This report was prepared with the support of the College in High School Alliance.]